Literacy Cluster Meeting Session 2 Tuesday 8 June Literacy facilitator - Debbie Martin

Today’s Purpose To imbed the NZC Reading and Writing National Standards across the curriculum 9.00am to 3.00pm literacy

Success Criteria To share ideas and resources To explore and develop shared expectations about -early literacy acquisition -progression of skills and strategies -seen and unseen texts - using running records formatively -opportunities that texts provide To create a “Child speak” learning intention To explore some E-learning internet sites

Professional Learning Modules Effective Practice Building Effective Partnerships Knowledge of the Learner …………………… Meeting the needs of English Language Learners Knowledge of Learning in Literacy Establishing Shared Expectations Instructional Strategies Engaging Learners with Texts

Share one, get one What has happened in your school towards implementing National Standards since the last session? Have you created or found any resources to support your work with effective literacy practice? How do these resources align with National Standards?

Theory that underpins literacy learning With a partner; Read and discuss the statements Write a summary statement to share with the group As a group write a summary statement

Structure of Literacy Learning Progressions (LLP) P.8 LLP First paragraph - Reading/Writing demands of text and task Second paragraph - Shifts in students expertise First set of bullet points - Expertise and attitude Second set of bullet points - Specific skills and items of knowledge

Literacy Learning Progressions Envelopes Order the statements from Magenta to Blue (yellow paper) and from Green to 8 1/ /2 years (blue paper) Notice the key words you used as clues Check against LLP LLP Year 1 to Year 4 (Handout) Highlight key words in the second paragraph - shifts What do you notice about the shifts?

After 1 Year - LLP indicators

“Child Speak” Learning intentions Use “child language” and “language of the classroom” Keep learning intentions simple and short Save the detail for the success criteria Remove context and task

NZC and LLP Child Speak Rubric Match headings to indicators e.g. comprehension, decoding Group LLP indicators - global/big picture or more specialized (sitting within the global indicators) Which indicator is going to make the most difference to student achievement for the child in the running record? Select your preferred “Child speak”template Reword the indicator into a ‘child speak’ learning intention Add success criteria View texts. What opportunities do these texts provide?

Shared Expectations What currently informs our expectations for reading and writing? Task Add school expectations to the Comparison Sheet With a partner; Share how your school tracks reading and writing View and critique a range of tracking templates Add Post Its to each sheet - Positives Negatives Interesting features Share with Group

Student names StandardCurriculum level Key word After 1 Year1within After 2 Year1at After 3 Year2towards James (Yr 5)By the end of Year 4 2at By the end of Year 5 3towards By the end of Year 6 3at By the end of Year 7 4towards By the end of Year 8 4at

Seen/unseen texts Read the quotes Highlight the main ideas With a partner; Discuss the statements When is a seen text appropriate? When is an unseen text appropriate?

Running Records Compare the two running records What can Child 1 and Child 2 do? What are the next teaching steps for Child 1 and Child 2 (refer to LLP - red level)

ELEARNING BYTE

Elearning activities to support literacy for juniors

Where to from here? Keep doing Stop doing Start doing